- Title
- Sustainability focus in water management and curriculum practices in an agricultural college: a case study of Fort Cox Agriculture and Forestry Training Institute
- Creator
- Ramphinwa, Azwindini Edson
- ThesisAdvisor
- Rosenberg, Eureta
- ThesisAdvisor
- Lotz-Sisitka, Heila, 1965-
- Subject
- Water-supply Management South Africa Ixesi
- Subject
- Water-supply Management Study and teaching (Higher) South Africa Ixesi
- Subject
- Curriculum planning South Africa Ixesi
- Subject
- Environmental education Activity programs South Africa Ixesi
- Subject
- Agricultural colleges Curricula South Africa Ixesi
- Subject
- Sustainable development South Africa Ixesi
- Subject
- Educational change South Africa
- Subject
- Fort Cox Agriculture and Forestry Training Institute
- Subject
- Practice Architectures Theory (PAT)
- Date
- 2021-10-29
- Type
- Master's theses
- Type
- text
- Identifier
- http://hdl.handle.net/10962/192030
- Identifier
- vital:45189
- Description
- This case study of Fort Cox Agriculture and Forestry Training Institute explored the sustainability focus in water management and curriculum practices. I was inspired to develop a deeper understanding of current water management and curriculum practices at Fort Cox with fellow academics involved in the teaching of water dependent curricula, students who were enrolled in water dependent subjects, and support staff involved in water management practices around campus. My initial assumption was there was a practice disconnect or mismatch between water management practices and the stated curriculum requirements at Fort Cox. To develop a deeper understanding and possible responses, the study adopted the Practice Architectures Theory (PAT) developed by Kemmis (2009) and Kemmis, McTaggart and Nixon (2013). A supportive theory was also considered in the form of the action learning process developed by Marquardt (2007), which was aimed at bringing people together in an attempt to respond to water management practice concerns in their context. Practice Architectures Theory was used with the view to understand the ‘sayings, doings, and relatings’ regarding water management and curriculum practices at Fort Cox, in particular around Irrigation, Soil and Water Conservation subjects and the other water dependent subjects. Kemmis et al. (2013) suggested that practices come into being because people do not act alone but as a collective, and bring them into being. In practice, individual understanding and action are orchestrated in collective social-relational projects. A qualitative case study approach was used to solicit data using different techniques namely workshops, semi-structured interviews, document analysis, observations and Unit-Based Sustainability Assessment Tool questionnaires. Data collected through all these techniques was triangulated in the form of analytical memoranda which helped to develop analytical statements aligned with the research goals. The findings confirmed the evident practice disconnect between water management and curriculum practices which was found to be problematic at Fort Cox. The findings also suggest that there were inadequate water management topics across the curriculum. The findings lead to recommendations including future research recommendations for possible implementation. One notable recommendation is staff development on current sustainable water management and curriculum practices to address the challenges of both Fort Cox and the region.
- Description
- Thesis (MEd) -- Faculty of Education, Education, 2021
- Format
- computer, online resource, application/pdf, 1 online resource (169 pages), pdf
- Publisher
- Rhodes University, Faculty of Education, Education
- Language
- English
- Rights
- Ramphinwa, Azwindini Edson
- Rights
- Attribution 4.0 International (CC BY 4.0)
- Rights
- Open Access
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details | SOURCE1 | RAMPHINWA-MED-TR21-250.pdf | 1 MB | Adobe Acrobat PDF | View Details |